The Influence of Educational Technology, Social Interaction and Learning Style on Learning Outcomes with Learning Interest as An Intervening Variable in Class X Students in Madrasah Aliyah Negeri 1 Makassar City
Article Sidebar
Main Article Content
Abstract
This research aims to gain knowledge and understanding regarding the influence of educational technology, social interaction and learning styles on learning outcomes with interest in learning as an intervening variable in class X students at Madrasah Aliyah Negeri 1 Makassar City. The method used is quantitative research techniques with descriptive research type. The sample in this study was 113 class X students. Data analysis used the Partial Least Square Structural Equation Model (PLS-SEM). The research results obtained were that Educational Technology, Social Interaction and Learning Style had a significant effect on the Learning Outcomes of class X students. Interest in Learning was able to mediate Educational Technology on Learning Outcomes. Interest in Learning is able to mediate Social Interaction on Learning Outcomes. Learning Interest is able to mediate Learning Style on Learning Outcomes.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Amey, M. J., & David, M. E. (2020). The SAGE encyclopedia of higher education. The SAGE Encyclopedia of Higher Education, 1–1952.
Arigiyati, T. A., Kusumaningrum, B., Maysaroh, I. L., Kuncoro, K. S., Pahmi, S., & Özsüt, B. (2023). The effect of self-regulated learning and learning interest on mathematics learning outcomes. Union: Jurnal Ilmiah Pendidikan Matematika, 11(2), 317–329. https://doi.org/10.30738/union.v11i2.15025
Arthur, J. (2008). Traditional approaches to character education in Britain and America. Handbook of Moral and Character Education, 80–98. https://doi.org/10.4324/9780203114896
Back, M. D., Baumert, A., Denissen, J. J. A., Hartung, F., Penke, L., Schmukle, S. C., Schönbrodt, F. D., Schröder–Abé, M., Vollmann, M., & Wagner, J. (2011). PERSOC: A unified framework for understanding the dynamic interplay of personality and social relationships. European Journal of Personality, 25(2), 90–107. https://doi.org/10.1002/per.811
Benhadj, Y., El Messaoudi, M., & Nfissi, A. (2019). Investigating the impact of Kahoot! on student s’ engagement, motivation, and learning outcomes: Ifrane Directorate as a case study. International Journal of Advance Study and Research Work, 2(6), 2581–5997. https://doi.org/10.5281/zenodo.3250661
Boström, L. (2011). Students’ learning styles compared with their teachers’ learning styles in upper secondary school–a mismatched combination. Education Inquiry, 2(3), 475–495. https://doi.org/10.3402/edui.v2i3.21995
Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118–132. https://doi.org/10.1016/j.econedurev.2016.12.005
Caspersen, J., & Smeby, J.-C. (2021). Placement training and learning outcomes in social work education. Studies in Higher Education, 46(12), 2650–2663. https://doi.org/10.1080/03075079.2020.1750583
Çebi, A., & Güyer, T. (2020). Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance. Education and Information Technologies, 25(5), 3975–3993. https://doi.org/10.1007/s10639-020-10151-1
Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2017). Technology and child development: Evidence from the one laptop per child program. American Economic Journal: Applied Economics, 9(3), 295–320. https://doi.org/10.1257/app.20150385
Crook, C. (2001). The social character of knowing and learning: Implications of cultural psychology for educational technology. Journal of Information Techology for Teacher Education, 10(1–2), 19–36. https://doi.org/10.1080/14759390100200100
Dehue, F., Bolman, C., Völlink, T., & Pouwelse, M. (2012). Coping with bullying at work and health related problems. International Journal of Stress Management, 19(3), 175. https://doi.org/10.1037/a0028969
Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education: Research, 14. https://doi.org/10.28945/2298
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Djalilova, Z. (2023). Pedagogical Educational Technology: Essence, Characteristics And Efficiency. Академические Исследования в Современной Науке, 2(23), 29–38.
Du, X., & Wong, B. (2019). Science career aspiration and science capital in China and UK: A comparative study using PISA data. International Journal of Science Education, 41(15), 2136–2155. https://doi.org/10.1080/09500693.2019.1662135
Gerjets, P. H., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learner activities and of students’ conceptions of educational technology. International Journal of Educational Research, 41(6), 445–465. https://doi.org/10.1016/j.ijer.2005.08.011
Grey, S., Williams, J. N., & Rebuschat, P. (2015). Individual differences in incidental language learning: Phonological working memory, learning styles, and personality. Learning and Individual Differences, 38, 44–53. https://doi.org/10.1016/j.lindif.2015.01.019
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage.
Hasanati, A., & Purwaningsih, E. (2021). Influence of Interest In Learning and How to Learn on Understanding Concepts: Work and Energy Cases. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 9(2), 305–316. https://doi.org/10.24815/jpsi.v9i2.19203
Hollman, A. K., Hollman, T. J., Shimerdla, F., Bice, M. R., & Adkins, M. (2019). Information technology pathways in education: Interventions with middle school students. Computers & Education, 135, 49–60. https://doi.org/10.1016/j.compedu.2019.02.019
Howard, C., Andrew, S., & Carnie, B. (2022). Participatory Group Textile Practice as a Route to Support Mental Health and Social Interaction in Secondary School Pupils. Journal of Textile Design Research and Practice, 10(2), 100–120. https://doi.org/10.1080/20511787.2022.2111899
Hulleman. (2017). The Limited Role of Interest in the Development of Academic Skills. Journal of Educational Psychology, 94(4), 659. https://doi.org/10.1037//0022-0663.94.4.659
Kang, D., & Park, M. J. (2023). Learner innovativeness, course interaction, and the use of a new educational technology system after the COVID-19 pandemic. The International Journal of Management Education, 21(3), 100824. https://doi.org/10.1016/j.ijme.2023.100824
Kozhevnikov, M., Evans, C., & Kosslyn, S. M. (2014). Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management. Psychological Science in the Public Interest, 15(1), 3–33. https://doi.org/10.1177/1529100614525555
Kusnodo, K., Sugiharto, S., & Soegiyanto, S. (2012). PENGARUH METODE PEMBELAJARAN EKSPLORASI DAN MINAT SISWA TERHADAP HASIL BELAJAR PASSING BAWAH BOLA VOLI DALAM PEMBELAJARAN PENJASORKES. Journal of Physical Education and Sports, 1(2).
Kuswandi, D. (2019). Effect of a flipped mastery classroom strategy assisted by social media on learning outcomes of electrical engineering education students. World Transactions on Engineering and Technology Education, 17(2), 192–196.
Lai, C., Chen, Q., Wang, Y., & Qi, X. (2024). Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom. British Journal of Educational Technology, 55(1), 379–397. https://doi.org/10.1111/bjet.13366
Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of E-Learning and Knowledge Society, 16(2), 34–41. https://doi.org/10.20368/1971-8829/1135078
Liu, O. L., Rios, J. A., Heilman, M., Gerard, L., & Linn, M. C. (2016). Validation of automated scoring of science assessments. Journal of Research in Science Teaching, 53(2), 215–233. https://doi.org/10.1002/tea.21299
Liu, Z., Zhang, N., Peng, X., Liu, S., Yang, Z., Peng, J., Su, Z., & Chen, J. (2022). Exploring the relationship between social interaction, cognitive processing and learning achievements in a MOOC discussion forum. Journal of Educational Computing Research, 60(1), 132–169. https://doi.org/10.1177/07356331211027300
Martínez-Fernández, J. R., & Vermunt, J. D. (2015). A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates. Studies in Higher Education, 40(2), 278–295. https://doi.org/10.1080/03075079.2013.823934
Masri, M., Surani, D., & Fricticarani, A. (2023). Pengaruh Penggunaan Media Augmented Reality Assemblr Edu dalam Meningkatkan Minat Belajar Siswa SMP. Jurnal Penelitian, Pendidikan Dan Pengajaran: JPPP, 4(3), 209–216. https://doi.org/10.30596/jppp.v4i3.16429
Mohamed Zabri, S., Mohammad Abakar, Y., & Ahmad, K. (2023). Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution. Cogent Education, 10(2), 2284552. https://doi.org/10.1080/2331186X.2023.2284552
Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in Psychology, 6, 168518. https://doi.org/10.3389/fpsyg.2015.01908
Nindhita, Y., Maulidah, U. N., & Alfian, A. H. (2022). The effect of online learning, educational technology on learning interest during the COVID-19 pandemic. Edukasi, 16(2), 111–117. https://doi.org/10.15294/edukasi.v16i2.41041
Nitjarunkul, K. (2015). The study of concepts understanding and using competence of teachers in educational innovation and technology for teaching management at schools of the unrest areas of three southern border provinces of Thailand. Procedia-Social and Behavioral Sciences, 174, 2473–2480. https://doi.org/10.1016/j.sbspro.2015.01.919
Nora, E., Khafidah, W., & Rizqiannisa, R. (2022). Social Interaction Growing Social Concern among Children RA Az-Zahra in Pidie Jaya District. Proceedings of International Conference on Multidiciplinary Research, 5(2), 88–93. https://doi.org/10.32672/pic-mr.v5i2.5412
Pachucki, M. C., Ozer, E. J., Barrat, A., & Cattuto, C. (2015). Mental health and social networks in early adolescence: A dynamic study of objectively-measured social interaction behaviors. Social Science & Medicine, 125, 40–50. https://doi.org/10.1016/j.socscimed.2014.04.015
Pettit, R. K., McCoy, L., Kinney, M., & Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education, 15(1), 1–15. https://doi.org/10.1186/s12909-015-0373-7
Ray, A., Bala, P. K., & Dasgupta, S. A. (2019). Role of authenticity and perceived benefits of online courses on technology based career choice in India: A modified technology adoption model based on career theory. International Journal of Information Management, 47, 140–151. https://doi.org/10.1016/j.ijinfomgt.2019.01.015
Razak, A. A., Abd Latif, S. F., Rusdi, F. A., Mubarak, M. Z., Daud, B. C., Mohamed, A. A. R., Kurniawan, Y., Lukman, L., Ijon, R., & Yusuff, N. A. (2022). Effectiveness of Learning and Teaching the Appreciation of Ethics and Civilization Course from the Perspective of the Educators and Students in the University of Malaysia Kelantan (UMK). International Journal of Learning, Teaching and Educational Research, 21(9), 327–347. https://doi.org/10.26803/ijlter.21.9.19
Rissanen, I. (2020). Negotiations on inclusive citizenship in a post-secular school: Perspectives of “cultural broker” Muslim parents and teachers in Finland and Sweden. Scandinavian Journal of Educational Research, 64(1), 135–150. https://doi.org/10.1080/00313831.2018.1514323
Safsouf, Y., Mansouri, K., & Poirier, F. (2020). An analysis to understand the online learners’ success in public higher education in Morocco. Journal of Information Technology Education. Research, 19, 87. https://doi.org/10.28945/4518
Siddiquei, N., & Khalid, R. (2018). The relationship between personality traits, learning styles and academic performance of e-learners. Open Praxis, 10(3), 249–263. https://doi.org/10.5944/openpraxis.10.3.870
Song, D., Oh, E. Y., & Glazewski, K. (2017). Student-generated questioning activity in second language courses using a customized personal response system: a case study. Educational Technology Research and Development, 65, 1425–1449. https://doi.org/10.1007/s11423-017-9520-7
Stolpe, K., & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6, 100159. https://doi.org/10.1016/j.caeo.2024.100159
Suartama, I. K., Triwahyuni, E., Abbas, S., Hastuti, W. D., M, U., Subiyantoro, S., Umar, & Salehudin, M. (2020). Development of e-learning oriented inquiry learning based on character education in multimedia course. 9(4), 1591–1603. https://doi.org/10.12973/EU-JER.9.4.1591
Sudria, I. B. N., Redhana, I. W., Kirna, I., & Aini, D. (2018). Effect of Kolb’s Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes. International Journal of Instruction, 11(1), 89–102. https://doi.org/10.12973/iji.2018.1117a
Svirko, E., & Mellanby, J. (2008). Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Medical Teacher, 30(9–10), e219–e227. https://doi.org/10.1080/01421590802334275
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Tanta, K. J., & Youngblood Langton, S. (2010). NICU primer for occupational therapists: Exploring the needs of fragile infants, the context in which they are cared for, and the role of OT in this specialized practice area—part I of II. Journal of Occupational Therapy, Schools, & Early Intervention, 3(2), 179–186.
Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015). Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment. Learning and Individual Differences, 38, 127–135. https://doi.org/10.1016/j.lindif.2015.01.018
Waber, J., Hagenauer, G., Hascher, T., & De Zordo, L. (2021). Emotions in social interactions in pre-service teachers’ team practica. Teachers and Teaching, 27(6), 520–541. https://doi.org/10.1080/13540602.2021.1977271
Wang, T., Ma, F., Wang, Y., Tang, T., Zhang, L., & Gao, J. (2021). Towards learning outcome prediction via modeling question explanations and student responses. Proceedings of the 2021 SIAM International Conference on Data Mining (SDM), 693–701. https://doi.org/10.1137/1.9781611976700.78
Wentzel, K. R. (2015). Social Factors That Influence Motivation in Learning Environments. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037//0022-0663.90.2.202
Xie, C. (2021). What can China learn from evidence-based educational reform? A comparative review of educational technology programs’ effects on mathematics achievement. ECNU Review of Education, 4(1), 65–83. https://doi.org/10.1177/2096531120944410